There are six principles that are used to achieve the enhancement of learning through the integration of audio with text. Each of them will work in a different way with these two types of media
Multimedia Principle
The multimedia principle suggests the use of words and graphics rather than words alone. In relation with the integration of audio with text, the dynamic graphs integrated to the presentation should support the content, not to decorate.
Contiguity Principle
This principle suggests placing corresponding words and graphics near each other. This way the learner reduces the need to search for which part of the graphic relates to which words. In this case, the spoken words should synchronize with the corresponding graphics.
Modality Principle
When the e-learning course presents spoken words rather than printed text, the modality principle is being applied. The learner reduces the demand on visual processing since both incoming information channels used are not just visual. There are exceptions for the application of this principle. If the presentation contains technical terms, key steps in a procedure, directions for a practice test, or there is a need to use a reference, then it is better to use printed text.
Redundancy Principle
This principle suggests that presenting both printed and spoken words can hurt the learning. Graphics explained by audio do not need printed text because audio explain better the graphics and redundant printed text overloads the visual channel. Printed text can be considered when there are no pictures to be presented, learner has the time to process the pictures and the text, the learner could have trouble processing spoken words (like non-native speakers), when seeing and hearing might be a benefit ( when presenting words in a foreign language, technical jargon, etc.).
Coherence Principle
The coherence principle suggests that adding interesting but non essential material hurts learning. One thing that must be done is the exclusion of extraneous information. Extraneous information can be entertaining stories and graphics not essential to learning objectives, background music and sounds, or detailed textural descriptions. Sometimes this is done to “spice up” a presentation, but it does not help to enhance the learning.
Personalization Principle
This principle suggests the use of conversational style for printed and spoken text. Spoken text is best done in an informal or conversational style. Narration should be on first and second person (you, your, I, our, we, etc). This way, the narrator is perceived as a partner that helps engage the learner in conversation.
When developing e-learning courses, there is a need to be aware of the integration of the different media available to enhance learning. Audio and text can really make a difference on the learning process if they are combined properly. Applying the suggestions made by the six principles, the integration of audio with text can enhance the learning.
E-Learning and Audio with Text
There are six principles that are used to achieve the enhancement of learning through the integration of audio with text. Each of them will work in a different way with these two types of media
Multimedia Principle
The multimedia principle suggests the use of words and graphics rather than words alone. In relation with the integration of audio with text, the dynamic graphs integrated to the presentation should support the content, not to decorate.
Contiguity Principle
This principle suggests placing corresponding words and graphics near each other. This way the learner reduces the need to search for which part of the graphic relates to which words. In this case, the spoken words should synchronize with the corresponding graphics.
Modality Principle
When the e-learning course presents spoken words rather than printed text, the modality principle is being applied. The learner reduces the demand on visual processing since both incoming information channels used are not just visual. There are exceptions for the application of this principle. If the presentation contains technical terms, key steps in a procedure, directions for a practice test, or there is a need to use a reference, then it is better to use printed text.
Redundancy Principle
This principle suggests that presenting both printed and spoken words can hurt the learning. Graphics explained by audio do not need printed text because audio explain better the graphics and redundant printed text overloads the visual channel. Printed text can be considered when there are no pictures to be presented, learner has the time to process the pictures and the text, the learner could have trouble processing spoken words (like non-native speakers), when seeing and hearing might be a benefit ( when presenting words in a foreign language, technical jargon, etc.).
Coherence Principle
The coherence principle suggests that adding interesting but non essential material hurts learning. One thing that must be done is the exclusion of extraneous information. Extraneous information can be entertaining stories and graphics not essential to learning objectives, background music and sounds, or detailed textural descriptions. Sometimes this is done to “spice up” a presentation, but it does not help to enhance the learning.
Personalization Principle
This principle suggests the use of conversational style for printed and spoken text. Spoken text is best done in an informal or conversational style. Narration should be on first and second person (you, your, I, our, we, etc). This way, the narrator is perceived as a partner that helps engage the learner in conversation.
When developing e-learning courses, there is a need to be aware of the integration of the different media available to enhance learning. Audio and text can really make a difference on the learning process if they are combined properly. Applying the suggestions made by the six principles, the integration of audio with text can enhance the learning.
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